1. Current trends in the delivery of developmental mathematics Cheryl J. McAllister Southeast Missouri State University MO-MAA, 3/28/2014

2. Traditional model Teacher Syllabus Textbook Content Student

3. Traditional model + technology (Bolt-on) Teacher Syllabus Textbook Content Student Software

4. Hybrid model Teacher Syllabus Textbook Content Student Software

5. Flipped classroom model Teacher Syllabus Content Student Software, videos, multimedia

6. Mediated Model Student Other multimedia resources Text Class software Instructor

7. Co-requisite model College level math class only College level math class and co-requisite developmental lab

8. References  Armington, T. (2002). Best practices in Developmental Mathematics. Mathematics Special Professional Interest Network, National Association for Developmental Education.  Bonham, B. S.; Boylan, H. R.(Spring 2011). “Developmental Mathematics: Challenges, Promising Practices, and Recent Initiatives”. Journal of Developmental Education, Vol. 34 (3), p2-10.  Kinney, D. P. & Robertson, D. F. (Fall 2003). “Technology make Possible New Models for Delivering Developmental Mathematics Instruction”. Mathematics & Computer Education, Vol. 37(3) p315-328.  Riel, M. (1998). Education in the 21 st Century: Just-in-time Learning or Learning Communities. Web. http://faculty.pepperdine.edu/mriel/office/papers/jit-learning/ http://faculty.pepperdine.edu/mriel/office/papers/jit-learning/  Zavarella, C. A. & Ignash, J. M. (Spring2009). “Instructional Delivery in Developmental Mathematics: Impact on Retention”. Journal of Developmental Education, Vol. 32 (3), p2-13.